Accessibility Hurdles in Inclusive Education of the Visually Challenged Students at University Level in Pakistan

Authors

  • Fayyaz Hussain Ph.D. Scholar, School of Social Sciences and Humanities, University of Management and Technology, Lahore, Punjab, Pakistan
  • Abdul Hameed Professor, School of Social Sciences and Humanities, University of Management and Technology, Lahore, Punjab, Pakistan
  • Tayyaba Ashraf Deputy Director, Punjab Curriculum and Textbook Board, Lahore, Punjab, Pakistan

Keywords:

Accessibility, Inclusive Education, University Level, Visually Challenged

Abstract

The purpose of this research study was to explore the accessibility hurdles in inclusive education of visually challenged students at university level in Pakistan. After reviewing the relevant literature, a data collection tool in the form of interview guide was designed to collect qualitative data whereas, For quantitative data, the quantitative items holding internal consistency (a=.729)on Cronbach Alpha were constructed. Data was collected from visually challenged students belonging to ten purposively selected HEC recognized institutions of higher education functioning in the city of Lahore. Data was gathered and analyzed. Results revealed the availability of different facilities i.e., audio books 14%,Braille books22%,screen reading software37%,Braille embosser30%,large print5%,electronic books33%. Availability of Braille screen displays was only4%, Screen magnification software, training of screen reader and audio books were 18%, 20% and 14% respectively. On the basis of research findings measures were recommended to improve the situation In acquisition of inclusive education for visually challenged students.

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Published

2022-06-30

Details

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    PDF Downloads: 125

How to Cite

Hussain, F., Hameed, A., & Ashraf, T. (2022). Accessibility Hurdles in Inclusive Education of the Visually Challenged Students at University Level in Pakistan. Pakistan Social Sciences Review, 6(2), 458–467. Retrieved from https://ojs.pssr.org.pk/journal/article/view/149